Kobekyaa Francis, Naidoo Joanne R
School of Nursing and Public Health, Faculty of Health Sciences, University of KwaZulu-Natal, Durban, South Africa.
Department of Nursing Science, Faculty of Health Sciences, Nelson Mandela University, Gqeberha, South Africa.
Health SA. 2023 Mar 31;28:2121. doi: 10.4102/hsag.v28i0.2121. eCollection 2023.
Collaborative clinical facilitation converges key players to guide students individually and within groups towards achieving clinical nursing competence. However, experiences of collaborative clinical facilitation among nurse educators, clinical preceptors and nursing and midwifery students are often fragmented and have been largely unexplored in Ghana.
To describe the experiences of collaborative clinical facilitation among nurse educators, clinical preceptors and final year nursing and midwifery students in Northern Ghana.
The study was conducted at two nursing and midwifery colleges and an academic hospital in Northern Ghana.
A qualitative, descriptive, exploratory design was utilized. Forty-six participants comprising 16 nurse educators, 10 clinical preceptors, 10 nursing students and 10 midwifery students were purposively sampled. Focus groups and in-depth interviews were used to gather data and analysed thematically.
Three themes revealed facilitative experiences of collaborative clinical facilitation: team-based clinical mentorship and supervision, personalised preceptorship, and clinical conferences. Two themes emerged inhibitory to collaborative clinical facilitation: staff shortages and lack of timely communication.
This study found that team mentorship, preceptorship and conferences fostered collaborative clinical partnerships for students' clinical learning. However, failure to engage in timeous communication in the midst of staff shortages hampered its smooth practice. Orientation workshops need to be organised for key players to share relevant updates and explore ways to navigate the challenges often experienced within the clinical training environment.
This paper provides insight into the collaborative nature of clinical facilitation; and highlights the need for coordinated clinical placements to enhance students' clinical learning.
协作式临床指导汇聚了关键人员，以指导学生个人及小组实现临床护理能力。然而，在加纳，护士教育工作者、临床带教老师以及护理和助产专业学生之间的协作式临床指导经验往往支离破碎，且在很大程度上未得到充分探索。
描述加纳北部护士教育工作者、临床带教老师以及护理和助产专业最后一年学生的协作式临床指导经验。
该研究在加纳北部的两所护理和助产学院及一家学术医院进行。
采用定性、描述性、探索性设计。有目的地抽取了46名参与者，包括16名护士教育工作者、10名临床带教老师、10名护理专业学生和10名助产专业学生。通过焦点小组和深入访谈收集数据，并进行主题分析。
三个主题揭示了协作式临床指导的促进性经验：基于团队的临床指导和监督、个性化带教以及临床会议。出现了两个抑制协作式临床指导的主题：人员短缺和缺乏及时沟通。
本研究发现，团队指导、带教和会议促进了学生临床学习的协作式临床伙伴关系。然而，在人员短缺的情况下未能及时沟通阻碍了其顺利实施。需要为关键人员组织定向研讨会，以分享相关最新情况，并探索应对临床培训环境中常见挑战的方法。
本文深入探讨了临床指导的协作性质；并强调了协调临床实习安排以加强学生临床学习的必要性。
